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    “Go beyond your own comfort zone and challenge yourself”: A comparison on the use of physically active learning in Norway, the Netherlands and the UK

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    Daly-Smith_et_al_Teaching_and_Teacher_Education (325.0Kb)
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    Publication date
    2022-10
    Author
    Chalkley, A.E.
    Mandelid, M.B.
    Thurston, M.
    Daly-Smith, Andrew
    Singh, A.
    Huiberts, I.
    Archbold, V.S.J.
    Resaland, G.K.
    Tjomsland, H.E.
    Keyword
    Physically active learning
    School-based physical activity
    Classroom-based physical activity
    Pedagogy
    Teacher agency
    Rights
    © 2022 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).
    Peer-Reviewed
    Yes
    Open Access status
    openAccess
    
    Metadata
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    Abstract
    The adoption of physically active learning (PAL) in schools is becoming more widespread. To understand how PAL is being used in different countries and explore if and how methods and strategies differ, this paper draws cross-national comparisons in primary school teachers' use of PAL. Thirteen focus groups were conducted with 54 teachers from Norway, the Netherlands and the UK. Four themes were identified using thematic analysis: 1) teachers' values and beliefs about PAL; 2) influence of school context; 3) influence of the national policy context and; 4) managing teacher dissonance when using PAL. Use of PAL was related to teachers' values and beliefs and the degree to which these aligned with the context of the school and the wider educational system. The findings underline the importance of addressing teachers’ competence, opportunity and agency to use PAL in different contexts.
    URI
    http://hdl.handle.net/10454/19244
    Version
    Published version
    Citation
    Chalkley AE, Mandelid MB, Thurston M et al (2022) “Go beyond your own comfort zone and challenge yourself”: A comparison on the use of physically active learning in Norway, the Netherlands and the UK. Teaching and Teacher Education. 118: 103825.
    Link to publisher’s version
    https://doi.org/10.1016/j.tate.2022.103825
    Type
    Article
    Collections
    Health Studies Publications

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